This lesson is designed to reinforce the knowledge of place value
for first and second
graders. The objective is to strengthen the knowledge the student has
of place value by
using their auditory, visual, and/or kinesthetic learning styles. Use
numbers 10-99 only.

Materials Needed:

Two students paired

Place value mats

Base 10 sticks

Ones cubes

Chalkboard/chalk

Strategy:

Kinesthetic learner: Pair students into twos. To count by
tens have each child hold
up five fingers on their right hand. One student merges his five
fingers with his partners
five fingers, then they hold them high up in the air. Tell them 5+5=10.
[Explain that
every time you hold up ten of anything this is called a set]. A set in
place value will
"only" contain 10 of whatever you are talking about.] Use this for
numbers 10-19
only. Then call out any number between 11-19. The ones numbers are
shown by using the
left-over fingers. Example: The number 17 is called by the teacher. The
students merge
their right hand together to show one set of tens. One student will
hold up 5 fingers and
the other student will hold up 2 fingers. Have the students to hold up
their merged hand
and say 10. The student holding up 5 fingers should then say
11,12,13,14,15, and the other
student says 16,17. Call 2-4 more numbers for reinforcement. Then call
20 and see if they
hold up 2 sets of hands. To make this more challenging, call up 2 sets
of students. Call
out a number between 20-40.The number is 27. This time choose the way
in which you make 7.
Two students hold up 2 sets of tens while the 2nd set of students show
the number 7. This
time one student will hold up 4 fingers while the other student holds
up 3 fingers.
Continue in this manner.

Visual learner: Pair students into twos. Pass out place value
mats, base 10 sticks,
and ones cubes. This will be already placed in a quart sized baggies –
9 base 10
sticks, 9 ones cubes, and 1 place value mat. (A place value mat is a
piece of paper with a
line drawn vertically in the middle of the paper and the heading in the
right column
saying ones and the heading in the other column saying tens.) Hold up a
base 10 stick and
explain that this is a set-1 set of tens. Now, have them hold up 3 base
10 sticks. Tell
them that this is 3 sets of tens. Have them count by tens and tell you
how many sets of
tens there are. They must be placed in the tens column. Call out
several numbers in this
manner so the student can get familiar with the word sets. Any of the
ones cubes should be
placed in the ones column. Clear your mat each time you call a new
number.

Auditory learner: Pair students into twos. Follow the
directions above for either
of the learners listed. As you verbally give instructions have this
student tell you what
they are doing while they demonstrate it. Everything this learner does
should be a show-
and- tell. When you call a number out loud this student should be able
to tell you what
number is in the ones column and what number is in the tens column. The
number is 59. Ask
the student (always start with the ones column first) what number is in
the ones column
and what number is in the tens column. If any student has problems at
this point, write
the number on the board and draw a line between the 5 and 9. If the
student still has
trouble comprehending the concept, then write the word "ones" in the
ones column
and write the word "tens" in the tens column. Now ask the student what
number is
in the ones column and what number is in the tens column.

Performance Assessment:

The student will be able to: a.) hold up an adequate amount of
fingers or b.) write the
proper place value for a number or c.) tell you verbally how many tens
and ones in a given
number or d.) tell you how many sets of tens in a given number. The
rubric is to
successfully answer 2 out of 3 correctly using either methods a.) or
b.) or c.) or d.)